Lesson Title: ​Breaking Down Boxes Lesson: ​2 of 3 Date: ​27/02/18

Unit: ​Discovering Identity Subject(s): ​Careers/ PE Grade(s):​ 4

Rationale ​(lesson context and reasons why lesson matters) ​:

The learners will have started thinking about WHO they are and what identity means in their individual
context. This lesson explores how identity can be influenced by the opinions and expectations of
others. It uses a story book to highlight how stereotypes can limit people’s diversity and individuality.

As the second lesson of the mini-unit, this lesson addresses the core competencies of positive personal
and cultural identity. The core competencies are at the center of the redesigned curriculum, and
developing proficiency in the core competencies increases students depth of learning in all other aspect
of the curriculum.This unit is designed to explore identity using student--centered, inquiry driven
activities. Identity should not be explicated by the teacher. Rather, through discussions, students
should collectively create understanding of ideas, without teacher definitions for concepts. Students
explore their own identity through personal exploration. A safe learning environment is fostered in
which students are empowered to shape the activities to meet their needs.

Curricular Tie-Ins

Essential ● How are other people similar to and different from me?
Question

Core Personal & Social​: ​Personal awareness and responsibility, Positive Personal &
Competency Cultural Identity

Careers Education Physical Education

Big Idea Exploring our strengths and abilities can Developing healthy relationships helps
help us identify our goals. us feel connected, supported, and
valued.

Curricular Identify and appreciate their personal Describe factors that positively influence
Competencies attributes, skills, interests, and mental well-being and self-identity.
accomplishments and their growth over
time.

Content Cultural and social awareness: achieved Factors that influence self-identity,
by exploring self-identity, acknowledging including body image and social media.
 cultural differences, honouring
indigenous traditions, etc.

Learning Intention Activity Assessment

● I can understand how ● Read ​Red: A crayon’s ● Students engage

labels affect my identity Story​ by Michael Hall in/contribute to
and the identity of others discussion

● I can see how we are all ● Students share pieces

● Consolidation (debrief):
connected even though of their identity.
Web Activity
we have unique
identities.

Time Activity Class Organization

10min Hook:
Write on the board: “What is identity? What makes up ● Students engage
a person’s identity?” in/contribute to
● Have students share thoughts with partner – discussion
review partner talk expectations
● Whole class share out. Record ideas on chart
paper/ white board.

Plant the seed:

○ How is who you are shaped by the
world around you? How are identities
formed? We choose who we choose to
identify with, think about who YOU
identify with, is the the hockey
crowd…. We have control over some
things but not others.

Body:
20min 1. Provide time to look over journal entries from ● Students have time to
previous day. Start with a pair-and-share of the “About work on their Identity
Me” centerfold. Journals.

Bring attention back to the front of the room.

Demonstrate using a mind map to further explore
identity. Fill out the mindmap on document camera of
“Who Am I?” to model for students.

Have students start working on their own identity

mind-maps.
5min 2. Show the cover of: Red: A crayon’s Story by Michael
Hall:
○ Ask students what they notice about ● Students engage
in/contribute to
the cover?
discussion
○ What do you think the story might be
about? - small discussion

Read the book. Possible discussion questions to be

20min posed throughout the reading:
● Students engage
in/contribute to
○ Why does the pencil assume Red is discussion
the colour red?
○ Why did everyone expect Red to draw
red things? Does it surprise you that
no one noticed what he was really
like?
○ Pause after reading the opinions under
Everyone seemed to have something
to say​. Do you agree with everyone’s
comments? Why or why not?
○ Read the pages about art supplies.
How do you think the different art
supplies can/should help Red?
○ Do you make judgments about people
based on their appearances? Do
people make assumptions about you?
● Class discussion about labels after finishing
the book:
○ What is a label? Prompt, while
students are thinking - What are labels
based on? How do people come up
with labels? Why would you give
someone a label?
○ Have partner talk for a minute then ask
for class discussion.
○ Have students think about some of the
labels that have been placed on them
and that they have placed on others.
When someone gives you a label how
does that make you feel?
 Closure:
5mins ● Partner share: If you were a crayon what ● Students reflect on
would you want your label to say and why? For similarities/differences
example I would want my label to say between their answer
adventurer, farmer etc.. and others’ answers

Next Steps:
● Students are asked to bring an object for next
class that reflects some aspect of their
personal identity.

Materials (T/S): Management Differentiation ↑↓

● Identity Journals ​(S) Social Expectations ● Small group and partner

● Book: ​Red: A Crayon’s
Story ​by Michael Hall ​(T)
● Participation in class
discussions
● Mutual respect during
partner sharing
● Attentive listening when
classmates are sharing
● Open-minded and
willing to change
perspectives
work ↓​
● A variety of modes
including: picture books,
writing, discussion ​↑↓
● Informal journal writing
with a focus on ideas
and self reflection not
grammar and spelling
↑↓
● Opportunity for
one-on-one check in
with teacher in during
journal writing​↑↓

Indigenous Connection (s):

Placing an emphasis on identity aligns with one of the Aboriginal Worldviews and Perspectives. By
focusing on identity teachers embrace a learner-centered teaching practice that gives teachers an
opportunity to know their students as individuals and configure instruction to connect with their interests
and build on their strengths. From an aboriginal perspective, encouraging knowledge of the self
connects students with a sense of place and a sense of how one belongs.

Resources: ​Book: ​Red: A Crayon’s Story ​by Michael Hall

Reflections :